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Student perceptions on the motivational pull of Teaching Proficiency through Reading and Storytelling (TPRS): a self-determination theory perspective

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This paper explores a group of secondary school students' feelings about Teaching Proficiency through Reading and Storytelling (TPRS) using a self-determination theory (SDT) lens. It adds to the limited, existing literature on TPRS and is the first to study it from a purely motivational perspective. The paper analyses the extent to which students perceived that TPRS satisfied SDT's three basic psychological needs of autonomy, competence and relatedness. It employs a case study approach, using data from classroom observations, background group interviews and focus group interviews. The findings conclude that TPRS is a decidedly motivating and engaging method for foreign language (FL) learners. The three needs of SDT were found to be highly interrelated with satisfaction of one influencing positively on the others. The findings suggest that the autonomous nature of co-creating stories with the teacher, result in a heightened sense of personal ability and belongingness to the group. The results reinforce conclusions from other studies, suggesting that activities that are perceived as fun, interesting, novel and different are most likely to develop intrinsic motivation in FL learners. The findings have implications for increasing intrinsic motivation in FL classrooms around the world.
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The Language Learning Journal
ISSN: 0957-1736 (Print) 1753-2167 (Online) Journal homepage:
Student perceptions on the motivational pull
of Teaching Proficiency through Reading and
Storytelling (TPRS): a self-determination theory
Liam Printer
To cite this article: Liam Printer (2019): Student perceptions on the motivational pull of Teaching
Proficiency through Reading and Storytelling (TPRS): a self-determination theory perspective, The
Language Learning Journal
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Published online: 24 Jan 2019.
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Student perceptions on the motivational pull of Teaching
Prociency through Reading and Storytelling (TPRS): a self-
determination theory perspective
Liam Printer
Department of Education, University of Bath, Bath, UK
This paper explores a group of secondary school studentsfeelings about
Teaching Prociency through Reading and Storytelling (TPRS) using a self-
determination theory (SDT) lens. It adds to the limited, existing literature
on TPRS and is the rst to study it from a purely motivational
perspective. The paper analyses the extent to which students perceived
that TPRS satised SDTs three basic psychological needs of autonomy,
competence and relatedness. It employs a case study approach, using
data from classroom observations, background group interviews and
focus group interviews. The ndings conclude that TPRS is a decidedly
motivating and engaging method for foreign language (FL) learners. The
three needs of SDT were found to be highly interrelated with
satisfaction of one inuencing positively on the others. The ndings
suggest that the autonomous nature of co-creating stories with the
teacher, result in a heightened sense of personal ability and
belongingness to the group. The results reinforce conclusions from
other studies, suggesting that activities that are perceived as fun,
interesting, novel and dierent are most likely to develop intrinsic
motivation in FL learners. The ndings have implications for increasing
intrinsic motivation in FL classrooms around the world.
Language acquisition;
self-determination theory;
TPRS; storytelling
The importance of motivation for successful second language (L2) learning is widely recognised by
researchers in both social psychology and education (Gardner 1985; Noels et al. 2003). Boo et al.
(2015) note the vast surge of research surrounding L2 motivation in their meta-analysis of over
400 publications between 2005 and 2014. Nonetheless, how L2 motivation is actually fostered in
the classroom remains a highly contested and complex domain, around which there is little
Self Determination Theory (SDT) (Ryan and Deci 2000) provides a motivational lens through which
L2 motivation can be explored. SDT posits that intrinsic motivation, participating in a task out of sheer
enjoyment and interest, is enhanced when learning activities satisfy the basic needs of autonomy,
relatedness and competence. While SDT has been elaborated by various scholars (Niemiec and
Ryan 2009; Noels et al. 2003) and successfully employed in a variety of contexts such as sports, medi-
cine, coaching, and education (Muñoz and Ramirez 2015), its application in L2 motivation remains
low. Even less research exists around the construct from the studentsperspectives.
© 2019 Association for Language Learning
CONTACT Liam Printer,; @liamprinter
Supplemental data for this article can be accessed at doi:10.1080/09571736.2019.1566397
Empirical investigations focusing on motivational teaching strategies are scarce in L2 research,
with some notable exceptions (e.g. Dörnyei and Csizér 1998; Guilloteaux and Dörnyei 2008;
Moskovy et al. 2013). In their seminal work, which explored motivational teaching practices as a
whole, Guilloteaux and Dörnyei (2008) called on other L2 researchers to investigate more narrowly
dened foreign language (FL) teaching methods within a motivational framework. The present
study responds to this call by investigating the motivational impact of Teaching Prociency
through Reading and Storytelling (TPRS) using an SDT lens. Its purpose is to consider how SDT
might inform understanding of studentsL2 motivation, and, more particularly, how TPRS relates
to the theory.
TPRS is a language teaching approach developed by Blaine Ray in 1997 (Seely and Ray 1997) focusing
on acquiring language through storytelling, reading and personalisation of themes (Dziedzic 2012).
TPRS is based on Krashens(1981) theory of comprehensible input(CI) which hypothesises that in
order for language to be acquired, learners require vast amounts of understandable inputs(Gass
2008). Payne (2011), among other critics of Krashens CI hypothesis, argues that it is awed and
unpractical in the reallanguage classroom. Nevertheless, the theory is widely known and used by
FL teachers.
Steps in TPRS
(1) Show: First, the teacher selects three to four high frequency, target language structures as the
central component for the story. For example, a beginner or novice story may use the three
target structures: went to, forgot and gave her. Meaning is then established by gesturing,
acting and translating.
(2) Ask: In TPRS, the teacher asksrather than tellsa story (Ray and Seely 2015). A pre-written script
is used as an outline, but specic details such as the charactersnames and locations, are contrib-
uted by the class as the story progresses (see Appendix). A specic method of questioning, called
circling, allows for repetitions of the target structures in various formats to maintain student
(3) Read: After listening and contributing to their story, students then read various versions of it and
may also write it. Students will also read other stories with a similar plot and the same target
structures as their story, but details will have changed.
When learning activities fail to engage students through interest or novelty, they experience
boredom and disengagement (Collins and Halverson 2009). TPRS stories aim to be compelling,as
this intense interest helps learners focus only on the message they are hearing or reading
(Krashen and Bland 2014). Linking closely to constructivism, the co-creation and participation in
fun, interesting and bizarre stories allows students to acquirerather than learnthe highest fre-
quency language structures needed for communication.
The research around TPRS, however, remains scant. Most existing studies focus on achievement
outcomes, comparing TPRS to more traditional language instruction, with little or no mention of
its role in motivation. In many cases, publications are only available in the form of non-peer-reviewed
book sections or theses and are often biased towards the approach and lacking in academic rigour
(e.g. Dziedzic 2012; Varguez 2009; Watson 2009). Foster (2011) is critical of this dearth in empirical
research, arguing that evidence supporting TPRSs success is purely anecdotal. Lichtmans(2015:
376) overview of all existing TPRS research, citing published descriptive articles, empirical studies
and unpublished theses, concludes that TPRS is at least as eective as, and often more eective
than, other second language teaching methods. Her summary, however, is descriptive in nature
and appears only as an appendix in Ray and Seelys(2015) TPRS instructional manual. Moreover,
the synopsis cites only ve published empirical studies, three publications with no control group and
seven descriptive articles. Lichtman claims only Alley and Overeld (2008), which she notes is not an
empirical study, is critical of TPRS. In their chapter, the authors problematise TPRS as being overly
teacher-centred, with non-authentic stories that possess minimal cultural content.
Nonetheless, the few studies that mention TPRSs role in motivation and engagement report posi-
tive ndings. Teachers perceive TPRS to be highly motivating for students, resulting in total engage-
ment, excitement, and eager participation (Campbell 2016; Espinoza 2015). Blantons(2015) thesis
concludes that students score TPRS higher on all areas of motivation than the popular Communica-
tive Language Teachingapproach. Despite being critical of the made-upstories themselves, he links
studentsincreased intrinsic motivation to the autonomy aorded to them via the TPRS approach,
oering support to Pernas(2007)ndings that students enjoy and like the TPRS class more than
other language classes. While not specic studies on motivation itself, Beal (2011), among others,
posits TPRSs ability to lower what Krashen and Terrell (1983) call the aective lter; the anxiety
experienced in language learning that causes inhibition, which is particularly prevalent among ado-
lescents. For Dziedzic (2012) this is largely thanks to the target language consistently being made
comprehensiblein TPRS.
The active learning in TPRS appeals to learners, students report feeling validated and included as
they co-create the story with their teacher and TPRS is fun(Davidheiser 2002). Many studies high-
light its positive eect on student engagement, autonomy, self-condence, and enthusiasm for learn-
ing (e.g. Bustamante 2009; Espinoza 2015; Wenck 2010). Foster (2011) highlights that the approach
emphasises the creativity of both teacher and students, making it entertaining for everyone involved.
Having funthrough stimulating, engaging activities has also been found elsewhere in language
learning research as an important driver of motivation (Yurtseven et al. 2015).
While dissertations and theses are valuable sources of data, the lack of published, empirical work
around TPRS in peer-reviewed journals highlights the need for further research. In addition, there is
little qualitative research relating to TPRS and its role in L2 motivation.
L2 motivation
Several seminal publications in the eld oer a detailed overview of what L2 motivation involves and
how understanding of the construct has evolved (e.g. Csizér and Magid 2014; Dörnyei and Ushioda
2011; Ushioda 2013). Nevertheless, its multifaceted nature and wide range of variables has resulted in
a surge of related research with little congruity other than an acceptance that its conceptualisation is
complex and fraught with diculty (Boo et al. 2015; Muñoz and Ramirez 2015). Until recently, the
principal focus of L2 motivational studies has relied on theories developed within the eld itself, con-
centrating primarily on the internal traits of the learner (Dörnyei and Ushioda 2011). Relatively few
empirical studies have investigated the role of the learning environment and specic teaching
approaches on student motivation.
Dörnyei and Csizérs(1998)Ten Commandments for Motivating [FL] Learners, highlights the
importance of creating a pleasant, relaxed atmosphere in the classroom, developing good relation-
ships, increasing the learners self-condence, making the classes interesting, personalising the learn-
ing process and promoting learner autonomy. In the sparse studies that attempt to add to this work
by providing empirical data on the eectiveness of such motivational strategies, the teacher and their
teaching practices have consistently been found to be highly inuential (e.g. Cheng and Dörnyei
2007; Guilloteaux and Dörnyei 2008; Moskovy et al. 2013).
Building specically on Dörnyei and Csizérs(1998) and Cheng and Dörnyeis(2007) research,
Ruesch et al. (2012) reinforce the tenet that teachers and teaching practices that emphasise the
macro-strategies of rapport, positive classroom climate and engaging tasks, will result in students
who feel more motivated in the FL classroom. Language teachers who provide stimulating and enga-
ging tasks through a fun, supportive classroom will lower language anxiety and inuence the quality
of FL student motivation (Oga-Baldwin et al. 2017).
Theoretical framework
In their meta-analysis of L2 motivation, Boo et al. (2015) highlight the central role of broader psycho-
logical theories of motivation in the eld. SDT is one of seven theoretical frameworks employed in
their analysis but is still relatively under-researched (see Figure 1).
Ryan and Decis(2000) SDT postulates that satisfying the three basic psychological needs of auton-
omy, competence and relatedness leads to enhanced intrinsic motivation and when thwarted can
result in diminished motivation. Autonomy is concerned with choice, opportunities for self-direction
and student ownership of their learning (Ryan and Deci 2000). Competence includes studentsper-
ceptions about their capacity to achieve success, (Fried and Konza 2013) while relatedness refers to a
sense of belonging, support and inclusion in the classroom (Ryan and Deci 2000).
Intrinsically motivated activities are associated with positive feelings of excitement, engagement,
aptitude and self-determination (Deci and Ryan 1985). They are sought in the absence of reward con-
tingency and people choose to freely participate in them out of pure enjoyment and interest rather
than due to any external forces. Extrinsic motivation refers to motivational orientations that are
driven by factors outside the activity itself (Muñoz and Ramirez 2015).
Whilst extrinsic forms of motivation can result in desirable outcomes, intrinsically motivated stu-
dents typically elicit higher levels of self-condence, task persistence, desire towards learning and
sustained positive learning behaviours (Cerasoli and Ford 2014; Muñoz and Ramirez 2015; Niemiec
and Ryan 2009). SDT asserts that ones position on the extrinsic-intrinsiccontinuum (Ryan and
Deci 2000)isuid and through the process of internalisation, it is possible for students to move
towards the top of the motivation scale, which is purely intrinsic (Niemiec and Ryan 2009). By utilising
teaching approaches that satisfy SDTs needs of competence, relatedness and autonomy, educators
can boost participation and engagement, leading students to more intrinsically motivated beha-
viours (Cerasoli and Ford 2014; Jang et al. 2016).
SDT is increasingly being selectedby FL researchers over other theories as its three psychological needs
are deemed universal and consequently, applicable across cultures and contexts (Kaplan and Madjar
2017). The intrinsic and extrinsic subtypes of SDT are increasingly being employed as a valid research
Figure 1. Overview of theoretical trends in L2 motivation research (Boo et al. 2015, 154).
tool for assessing L2 motivation (Noels et al. 2003; Oga-Baldwin et al. 2017). Researchers, however,
bemoan the lack of empirical FL research, particularly qualitative, that explores the link between the
language teacher, and their approaches, and L2 motivation (Dörnyei 2003;Oga-Baldwinetal.2017).
McEown and Takeuchi (2014) make a direct call for further research using SDT as a framework to
explore the relationship between language teachersmotivational strategies and studentsL2 motivation.
Contrary to many other L2 motivation theories, SDT recognises that, within educational settings, the
catalyst for behaviour is often external to the individual (Ryan and Deci 2000). SDT therefore enables
exploration and analysis of FL teachersmotivational strategies and each students experience of them
(Fried and Konza 2013) and so provides a useful theoretical framework and motivational lens, through
which to explore studentsperceptions of TPRS, leading to the following research questions:
(1) Do students perceive TPRS to be a motivating method for language learning?
(2) To what extent does TPRS satisfy SDTs basic psychological needs of autonomy, relatedness and
Research design
Given that the primary research aims were to explore studentsfeelings and experiences, a qualitat-
ive, within-site, single case study was selected, comprised of students experiencing TPRS for the rst
time. The value of a qualitative case study approach when attempting to understand phenomena in
education related to relationships and social processes is widely recognised (Denscombe 2014). Prac-
tical elements such as time constraints, working conditions and availability led to a multi-method
design with triangulation achieved through semi-structured background group interviews (BGI) fol-
lowed by classroom observations (CO) and focus group interviews (FGI).
The research design was consistent with Millwards(2012) position that in selecting group data col-
lection methods, it is important that participants have some common characteristics and have some-
thing to say about the focus of the research. Group interviewing has been noted as an eective method
of data collection in education as students challenge and extend each others ideas, resulting in a wider
range of responses than individual interviews (Gray 2014). This is particularly evident when a group
have been working together or towards a common goal (Cohen et al. 2011).
Context and participants
The educational setting was an English-medium international school, comprising of approximately
500 secondary students in Switzerland. Students were generally willing participants in the edu-
cational process. FL class sizes were usually between eight and 16 students. While this study was
not consistent with the typical Action Research Cycle(Denscombe 2014), the researcher was
also the teacher. At the beginning of the data collection process, I had been teaching the partici-
pants for four weeks. I was experienced with TPRS and had been using it periodically in my practice
for three years.
Selection of participants
As a key objective was to collect data from students who had never previously been taught with TPRS,
a purposeful sampling strategy (Gray 2014) was employed. First, I conrmed that no other language
teachers in the school had used TPRS in their previous classes. As it is not a widely utilised teaching
strategy, it was envisaged that students who were new to the school would also be new to TPRS. This
was not controlled for, however, as it was felt that asking students about storytelling in advance may
impact the data collection phase. Students who met the following criteria were invited to participate:
(1) In Year 10 (aged 1415) and studying Spanish with the teacher-researcher.
(2) Either new to the school or new to my classes.
Information was provided to all participants regarding the ethical standards, including assurances
of anonymity and condentiality and respect for their right to withdraw at any time. An ethical
consent form and letter outlining the scope of the study and commitment required were signed
by all participants and their parents.
A focus group of 12 students, comprising six boys and six girls, was established. This number was
consistent with the conventional focus group size whilst also accommodating the recommendation
to over-recruit so as to allow for absentees (Millward 2012). All participants had vast prior experience
of FL learning, with Spanish being their third or fourth language.
Data collection
A longitudinal approach to the data collection was employed in order to explore how students felt
about TPRS at the time it was being taught and whether these feelings remained sometime after. A
two-month timeframe was used as changes in studentsmotivation, coming from a teachers motiv-
ating style, tend to stabilise after this time (Jang et al. 2016).
Stage 1: semi-structured background group interviews (BGI)
Participants were rst interviewed as a group before they had been in any TPRS classes via two 30-
minute semi-structured BGIs. The objectives were to develop an understanding of how they concep-
tualised language learning and to detect examples from previous FL classes in order to generate com-
parisons with TPRS in later interviews. Participants were encouraged to talk about their personal
histories with FL through open-ended questioning, giving them freedom to elaborate on their feel-
ings. This method was also employed to develop my rapport with the participants so as to elicit
deeper responses in discussions (Cohen et al. 2011).
Stage 2: classroom observations (CO)
To study the behaviours and actions of the student participants, four 80-minute classes, where the
participants were being taught with TPRS for the rst time, were video recorded. The ecacy of
CO in educational research is well documented, particularly when studying small groupsor
specic activities that lend themselves to being observed(Cohen et al. 2011: 456) and when com-
bined with other qualitative methods such as interviews (Denscombe 2014). Video recorded CO
enable the researcher to look at behaviours that otherwise might have gone unnoticed (Cohen
et al. 2011) and also help to reduce selective recall and perception(Denscombe 2014).
The CO took a semi-structured observation(Gray 2014) approach as I was looking for general
signs of visual engagement, motivation and enjoyment but was not noting each behaviour quanti-
tatively through a structured, systematic observation (Flick 2009). LeCompte and Preissles(1993)
guidelines for observation of specic events provided a framework for the CO.
Participants, who were mixed with other non-participant students who had been taught pre-
viously with TPRS, were told the class was being recorded but no other details were given. Although
the impact the presence of a video camera can have on behaviours is noted in the literature (Borg
2006; Flick 2009), the advantage of allowing for cross comparisons between what participants said
in interviews and what they actually did outweighed the potential weaknesses.
Stage 3: semi-structured focus group interviews (FGI)
Two FGI took place after the participants had been taught using TPRS; the rst, within three days of
the TPRS classes and the second, eight weeks later. The time elapsed between the CO and rst FGI
was minimised so that feelings, perceptions and behaviours were still fresh in the participantsminds
(Borg 2006). The second FGI aimed to explore whether the emotions associated with TPRS were main-
tained over time.
FGI hold a well recognised statuswithin the qualitative research paradigm (Morgan 1998) and their
use in educational research is growing (Cohen et al. 2011; Millward 2012). The interaction process in FGI
stimulates memories and debate meaning they often generate a more in-depth understanding of an
issue through natural conversation and discussion (Wilkinson 2003). A progressive focusing approach
was utilised (Morgan 1998). The strong positive relationships I had with the participants allowed me to
cultivate rich discussion among the group, with questioning becoming gradually more focussed
towards SDTs psychological needs as participants felt more at ease in the process.
Although Millward (2012: 416) posits that FGI are not suitable to the formal testing of hypotheses,
Stanton et al. (1993) successfully used protection motivation theoryto frame a group discussion with
adolescents about sexual risk, while Fried and Konza (2013) used FGI to study engagement in schools
through an SDT lens. Indeed, employing theory as the focusing vehicle in FGI has been found to be
highly eective (Stanton et al. 1993).
Data analysis
BGI, FGI and CO were analysed following Braun and Clarkes(2006) six-phase thematic analysis; including
transcription, coding and collating data into themes. The participantsconceptualisations of language
learning in general (from the BGI data), their stated feelings and experiences about TPRS (from the
FGI data) and their classroom interactions and behaviours (from the CO data) were compared for validity
and trustworthiness (Lincoln and Guba 1985). Given that this study took a theory-driven approach (Gray
2014), the starting point was coding for the psychological needs of autonomy, relatedness and compe-
tence in SDT. The data chunks associated with these three themes were then recoded for the studys
research questions, using a theoretical thematic analysis approach (Braun and Clarke 2006).
Employing a specic theory, however, can be problematic when the researcher drives the conver-
sation towards constructs from the model, thus inhibiting other avenues of discussion around the
topic (Gray 2014). In recognising that all qualitative research and analysis requires some degree of
interpretation and subjectivity (Cohen et al. 2011; Gray 2014), I acknowledged my activeposition
(Braun and Clarke 2006) in the research process, comprehending that whilst other themes might
surface, they could not merely emergeby themselves.
SDT now provides a theoretical framework and motivational lens to analyse the ndings. Firstly, stu-
dentsconceptualisation of language learning oers a background for examination of their feelings
and motivations regarding TPRS. Findings are then presented according to SDTs needs of compe-
tence, autonomy and relatedness. Fictitious names are employed to denote the studentsresponses.
Studentsconceptualisations of FL learning
Importance of speaking
FL were principally perceived as a mechanism which granted communication(Kevin BGI1) and this
in itself was a motivating factor to learn them (Amy; Kevin FGI2; Prue BGI1). While students acknowl-
edged the various forms of communication, the verbal element was widely considered as the most
important among the group. For Amy, the goal of a language is to be understood by dierent people
who speakit (FGI2), while for Derek, the most important partwas actually speaking it(BGI2). If
Kevin were a FL teacher, he would do more speaking exercisesas you dont have to be able to
write it to be able to communicate(FGI2). Students also aligned their competence in FL with their
oral uency.
Gwen: If youre able to speak it, youre able to do much more; the vocabulary which youve learned from speak-
ing, youll be able to use it [in writing] (FGI2)
Orla: My friends [have] been learning Spanish for four years and they know all the grammar. But I notice that I can
speak just as good Spanish as them in actual conversations. (FGI2)
Participants felt the most important thing [in a FL class] is just to have fun(Steven BGI2) as you
can learn through it and it helps you stay engaged and not lose your focus(Aidan BGI2) or get bored
(Arthur BGI2). Funactivities were mainly those that were activeand involved lots of speaking (BGI1;
Previous FL learning
Despite the broad consensus on the importance of speaking, the participants reported very few oral
activities in their prior FL classes. When asked to describe a typical FL lesson, Prues immediate
thought was a ll in the blankswritten exercise (BGI1). This sentiment was echoed by others
whose previous FL learning comprised tons of papersand conjugation exercises (Aidan BGI2), or
lists of vocabulary, quizzes and writing(Sara BGI2). Although they were viewed as useful (Kevin;
Derek; Sara BGI2), writing exercises were widely remembered in a negative light due to their
passive, individual nature which was in direct conict with the studentsconceptualisation of FL as
something that had to be spoken. Worksheet stuwas deemed just so painful(Amy BGI2) as every-
one just sits down at their desk and writes(Derek BGI2). For some, this emphasis on texts rather than
speaking directly impacted their motivation:
Orla: It got really boring and you really didnt care anymore, youd just write down the notes [] youd stop enga-
ging (BGI2).
The only previous FL speaking practice activities that were mentioned were reading written work
aloud in class (Sara BGI2) or discuss with your partner(Orla FGI1) exercises. Matt stated that you
start by speaking mostly in your mother tongue(BGI1) which Prue felt was because people who
had never spoken it before wouldnt understand(BGI1). This importance of comprehension in FL sur-
faced frequently in the data.
Experiences of TPRS through an SDT lens
The studentsself-reported experience with TPRS was overwhelmingly positive and the method was
widely acclaimed by all participants. Their feelings of satisfaction were also maintained eight weeks
after its use (FGI2). Utterances in the FGIs were backed up by the CO data that showed visible signs of
excitement, enjoyment and engagement as the storytelling unfolded. The inter-connectedness of
SDTs three psychological needs became apparent as students repeatedly emphasised how the per-
ceived satisfaction of one need would simultaneously impact positively upon the others.
A highly motivating factor of TPRS in the studentseyes was the ability to contribute any ideaand
itll make this story(Kevin FGI2). The fact that students could steer the learning(Gwen FGI2) and
eect what would happen next(Prue FGI2) in the stories, made them highly autonomous and
was acknowledged positively multiple times by the participants (FGI1; FGI2).
The students highlighted how TPRS allowed them to include vocabulary they were knowledgeable
about (Prue FGI2), hence increasing their perceived competence and indicating the aforementioned
inter-connectedness of the three SDT needs. For others, the autonomy to lead the story produced
heightened feelings of spontaneous satisfaction that we associate with intrinsic motivation: when
you give an idea and it gets accepted you feel really good(Donna FGI2), while others also felt
betterwhen they could add to the class(Prue FGI1). When asked if it felt goodto create the story
together there was such a positive reaction that individual student voices could not be determined.
One student announced it felt amazingwhile another proclaimed Yes! That was me, that was me!and
another dabbed(a movement with the arms used to show satisfaction) (FGI1).
The constructive sense of autonomy arising from TPRS was also manifested through the students
comparisons to prior, negative FL learning experiences. In traditional FL classes, students felt there
was nothing they could do to change anything(Prue FGI2). Orla echoed this sentiment, reporting
feeling motivatedin the TPRS class as youre more involved and more in control of your own learn-
ing(FGI1). For Kevin, contributing and having your own ideas accepted meant you feel unique
(FGI2). This ability to control where it was going(Prue FGI1) resulted in students reporting feelings
of excited anticipation, interest and engagement as in the stories you never really know what will
happen next(Amy FGI2):
Prue: You come into this class and youre on the edge of your seat already and its like, Oh goodness, whats
going to happen now?and it just gets you in anticipation before the class just to see how its going to play
out (FGI2).
As Matt recognised, whoever had the craziest and the most creative ideawould be accepted as
thats the oneby the teacher (FGI1). The bizarre and strange plot twistsmeant that everyone
was really into whats happeningand this led to perceived learning occurring (Amy FGI2).
Amy: I dont know whats going to happen but I know Im going to learn something from it and its going to be a
lot of fun (FGI2).
The interplay between SDTs needs was again evidenced, as the autonomous, student-directed
nature of the stories was highlighted as a key factor in their ability to recall the language structures.
This resulted in raised feelings of competence, suggesting a positive link between autonomy and
cognitive processing.
Gwen: If youre able to control where it goes youll remember things better (FGI1).
Aidan: Since youre creating the story you are remembering what you create but if its created for you, you might
not necessarily remember (FGI1).
Throughout the data, a key success factor of TPRS for the students was the fact it was dierent
from other classes(Arthur FGI2). TPRS was perceived as highly motivating due to its novel and com-
pelling nature, arising principally from the students own ideas and autonomy during story creation.
Students recurrently stated that storytelling was usefuland helpfulfor their learning (Prue; Aidan
FGI1; FGI2). TPRS was reported as way more eective(Matt FGI1) than other methods and better
than just sitting down learning vocabulary(Diana FGI1), as it greatly improved their competence
for speaking(Prue FGI1).
Matt: Since the story helps the most with speaking [] you learn more about how you would actually use it in
real life (FGI1).
As studentsconceptualised FL as something that is spoken, TPRS immediately met their need of
competenceas it encouraged lots of oral utterances as a group. This increase of verbal activity in
the classroom led students to feel their prociency was now higher.
Amy: I believe that through storytelling I improved a lot (FGI1).
Nevertheless, some contradictions emerged in their view of speaking versus writing activities. While
storytelling augmented studentsperceived oral competence, Prue highlighted that you couldntjust
run classes on stories because there are other things that you wont pick up(FGI1). This suggested
that while the prominence given to speaking in TPRS was a distinct advantage, its resultant lack of
emphasis on writing was perceived as a shortcoming given that this is how some of the participants
conceptualised realor seriouslearning at their age.
The participants also made frequent cases for the stories being easy to remember (Gwen; Aidan
FGI1; Steven FGI2). The increase in their ability to recall information imbued a heightened sense of
perceived competence. The stories helped memorise what we were going to say(Donna FGI1).
The inter-connectedness of the three SDT needs was again apparent as students reported that it
felt amazing(FGI1) when their individual ideas were inserted into the story. The fact that everyone
likes contributing(Steven FGI2) to the stories meant your vocabulary gets really rich(Prue FGI2),
suggesting that the autonomous nature of the stories resulted in increased feelings of personal
ability. This led to classes the students felt were fun, interesting, engaging but that you learn some-
thing from it as well(Steven; Amy FGI2).
This was in contrast to their previous FL classes, when students reported a lack of comprehension
causing them to feel terriedand really scared(Arthur BGI1), excluded(Orla BGI1), stupid(Aidan
BGI2) and intimidated(Donna BGI1). Others explained they would just nodas it seemed like every-
body else understoodexcept you (Derek; Aidan BGI2). This lack of comprehension led to feelings of
low competence and had a direct impact on motivation resulting in a sense of apathy and dislike for
the subject:
Matt: Once that happens enough youre just like, I dont care about this class anymore. I dont learn here(BGI2).
On the contrary, TPRSs goal of 100% comprehension meant you do understand it better(Gwen
FGI2) thus raising their feelings of prociency. The fact that the stories were so well understood
resulted in their affective lterbeing decreased, engendering feelings of personal capability and
With TPRS, the group dynamic, or relatedness, involved in the story creation meant no-one feared
doing it wrongas everybody was making mistakes and participating(Donna FGI2). It erased their
anxiety of saying the wrong thing(Steven FGI2), thus raising studentscondence by reducing their
aective lter, which resulted in perceived higher states of competence.
The interplay between needs was again evident as the fact that everyone contributes(Aidan;
FGI1), meant participants felt theyll be heard so their condence will really be built(Kevin FGI1). Stu-
dents compared this to traditional FL classes which were completely silent, maintaining a feeling of
fear as you felt like if you raise your hand youre going to draw attention from everyoneand if no-
one else asks then everyone else understands(Prue FGI2). This idea that asking a question equated to
a lack of ability was in direct contrast to the open, discursive nature of TPRS classes where students
perceived competence was augmented thanks to the safe, contributory group environment it
In addition, students reported that the compelling, unexpected element of TPRS made the classes
fun, pleasurable and enjoyable, which in turn, positively impacted their perceived competence.
Amy: You learn very quickly and very easily because of how entertaining it is (FGI1).
Matt: Its easier to learn when youre entertained and having a good time. When we have super-weird stories that
go oon random tangents then it keeps you entertained and keeps you listening (FGI1).
Since TPRS is based on the CI hypothesis, the idea that the captivating nature of the stories kept
students engaged and listeningis highly relevant. Moreover, other students argued that if youre
more entertainedyou feel more eager to participate, thus also increasing perceived competence
for language output (Prue FGI1).
Students felt the vibrant nature of an entire class co-creating a story together also fostered a sense of
relatedness, both to their classmates and their teacher (FGI1, FGI2). The use of words such as every-
one,togetherand everybodywere employed repeatedly throughout the data. Once students had
experienced TPRS, the one-on-onequestion and answer method in a traditional, quiet, FL class was
perceived as not as engaging(Orla FGI2).
The fact that the stories were very extrovertedmeant everybody feels included(Kevin FGI1) and
everybody gets to participate(Donna FGI1). By acting out roles and constructing the plot together
with the teacher, the aective lter was reduced, growing their togetherness and imbuing a sense of
inclusion. It allowed students to be sillyas everyone was so energeticand contributing ideas,
meaning you dont get judgedbecause you are doing it as a group(Prue FGI2). This increased
enthusiasm that TPRS generated helped to cultivate relationships within the group.
Orla: When youre more motivated and excited, you tend to listen to people more so everybody builds connec-
tions (FGI1).
The inter-connectedness of SDTs needs was again apparent as participants felt that the opportunity
to co-create the stories with the teacher built connections leading to a heightened sense of perceived
Aidan: [Storytelling] is less scary because everybody is sharing their ideas and modifying them to form the story
so everybody is a part of the story (FGI2).
Kevin: Every little bit was made by somebody [] with the class. I think thats the motivator (FGI2).
Students frequently highlighted that everyone participating towards the creation of the story(Orla
FGI1) produced a feeling of cohesion and belonging as everyone was laughing and really into it(Amy
FGI1). Others recounted that in storytelling,everyonewasso open and talkative(Prue FGI2), which
makes you more motivated and more eager to learn(Orla FGI1). The reported feelings of comfort,
energy and enthusiasm in the TPRS classroom, were also evident in the CO data, with all students con-
tributing and showing visible signs of engagement and enjoyment as the story unfolded.
The fact that TPRS also allowed students to develop a strong bond and relationship with their
teacher was reported as a highly motivating factor. The teacher was seen as the person who ulti-
mately kept the ideas goingthrough questioning and maintained interest with completely
randomtwists to the story (Amy FGI1). Indeed, in the BGIs, participants highlighted that by being
personable(Aidan; Arthur BGI2), enthusiastic(Amy; Derek BGI2) or simply by being themselves
(Kevin BGI2), FL teachers could inspire and motivate their students. TPRS allowed these traits of
the teachers personality to come through and this augmented studentsmotivation: The teacher
has to be into it as well because if youre not having fun then neither am I(Matt FGI1). An
example of a previous motivating teacher was provided as someone who told stories about
himself(Arthur BGI2), suggesting how stories were perceived as both motivating and relationship
building between students and teachers before they had ever even experienced TPRS.
While we cannot assume direct cause and eect relationships, the ndings are consistent with SDTs
theoretical prediction that increased perceptions of ability, freedom of choice and belonging are
linked to more self-determined forms of motivation. This study supports Niemiec and Ryans(2009)con-
clusion that teachers and tasks that are perceived as satisfying the basic psychological needs of auton-
omy, relatedness and competence, allow intrinsic motivation to ourish. In addition, the results reect
Noels et al. (2003)s contention that in the FL classroom a lack of autonomy and perceived low compe-
tence are indicative of higher levels of apathy and amotivationtowards FL learning.
The interdependency and connectedness between SDTs three basic needs reported in the litera-
ture (Fried and Konza 2013; Muñoz and Ramirez 2015, Ryan and Deci 2000) is also prevalent in this
study. According to the students, TPRS instantaneously satised all three of SDTs needs and by doing
so, each need positively impacted the others. The autonomy provided by the stories imbued student
ownership over their learning while simultaneously increasing their competence as their own ideas
were selected and used in the plot. Constructing a story together encouraged a sense of belonging
and cohesion both to their classmates and the teacher, thus satisfying all of SDTs basic needs.
This is the rst study known to apply SDT to TPRS and one of very few investigating the motiva-
tional impact of the approach rather than achievement outcomes. It provides strong corroboration
for Krashen and Blands(2014) argument that stories should be compellingand fun in order to maxi-
mise student engagement, allowing students to acquire language with little conscious eort. Further-
more, it oers support for Ryan and Decis(2000) contention that within an SDT framework, activities
with the appeal of novelty, challenge and interest foster the greatest intrinsic motivation.
This paper adds to the emerging body of research contending that teachers and their pedagogical
strategies play a signicant role in developing more intrinsically motivated students (Cheng and
Dörnyei 2007; Guilloteaux and Dörnyei 2008; Moskovy et al. 2013). However, for TPRS to be a
success, the data suggest that students must perceive the stories as being presented within a motiv-
ating style. TPRS allows teacherspersonalities to shine and ourish. It is recommended that teachers
stay true to their own, innate character, be that more introvert or extrovert, when delivering a TPRS
story, as this builds stronger bonds with the students.
This analysis aligns broadly with Muñoz and Ramirez (2015) who found that teacherspotential to
cultivate motivation is principally centred on relatedness, and without strong teacher-student
relationships, even the most motivational strategies will not promote intrinsic motivation. Although
self-determination motivation is an individual-centred process (Ryan and Deci 2000), the results
suggest that its advancement also depends on supportive social conditions, provided by the
teacher in this context.
By exploring the under-researched method of TPRS through the studentseyes, this paper makes a
timely contribution to the L2 motivation eld and broadens the limited current literature around the
use of SDT within the FL classroom. The study recognises its limited generalisability(Yin, 2009) due
to its qualitative exploratory research design. However, the value of this methodological approach is
its ability to oer nuanced and detailed insights about learning FL through storytelling by the sub-
jects themselves.
While the results here substantiate ndings from studies conducted in other contexts, where TPRS
was perceived as fun, engaging and motivating (Beal 2011; Blanton 2015; Campbell 2016; Espinoza
2015; Perna 2007), it is important to note that it may be challenging to reproduce the results in a non-
English-medium school.
Additionally, other methodological limitations must be realised. As I was the only teacher in the
school using TPRS, there was no option other than employing an action researchmodel where
data were reported to the same teacher who was delivering the classes. While the importance of
total honesty and explanations regarding anonymity were emphasised to students, some responses
may have inevitably been eected.
The implications of this study are signicant, and its ndings will be of particular interest to FL
teachers working in similar international school contexts, with small classes and multilingual stu-
dents. While the results presented here suggest that studentsperceptions of TPRS were overwhel-
mingly positive, cultivating feelings of ability, inclusion and contentment, it is important that the
study is replicated by external researchers rather than teachers working with their own classes.
Longitudinal studies, carried out in diverse educational contexts, focusing on TPRS and its
ability to sustain motivation for language learning over time would be a good direction for
future research in this eld.
Disclosure statement
No potential conict of interest was reported by the author.
Liam Printer
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... 174). The positive relationship between basic needs satisfaction and more self-determined forms of motivation has been identified in a number of contexts, including with American high school (Davis, 2018) and postsecondary (Davis, 2020) language learners, Japanese elementary students learning English (Carreira, 2012;Carreira, Ozaki, & Maeda, 2013), and Turkish adult learners of English (Dincer, Yesilyurt, & Noels, 2019), with some qualitative confirmatory support with secondary students in Switzerland (Printer, 2019). These cross-cultural findings provide support for SDT's claims that basic needs are universally beneficial (Ryan & Deci, 2017). ...
... In an autonomy-supportive communicative classroom, educators can provide students with choice in their language performance outcomes (Wu, 2003) and what they say in the target language (TL) (Jones, Llacer-Arrastia, & Newbill, 2009) such as talking about things in the TL that are personally important to students (Davis, 2018). This might be facilitated through the promotion of student contribution to storytelling in the TL (Printer, 2019) while giving students the room to think about what they want to say and encouraging peer discussion (McEown, Noels, & Saumure, 2014). Oga-Baldwin and Nakata (2014) also suggest that experiential learning may help to support students' autonomy. ...
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In the last 25 years, world language education (i.e., “foreign” or “second” language education) in the United States has seen a meaningful turn toward pedagogical approaches emphasizing communication, contextualization, and culture. This has coincided with the blossoming of recent theoretical perspectives and empirical research centered on language learners’ emotions, beliefs, and well-being. Two frameworks, self-determination theory (SDT) and positive psychology, are leading this exploration. Although these two perspectives have enhanced the discussion around language learning, each has its gaps; positive psychology research and its recommendations for practice do not often agree on what constitutes well-being and flourishing, while SDT, which contributes a cross-cultural empirical framework, often lacks pedagogical recommendations for how to actualize theory into practice. For this reason, this study sought to further the discussion around well-being in language education by employing the robust and established concept of flourishing offered by the Eudaimonic Activity Model (Sheldon & Martela, 2019), which posits that flourishing is not just about feeling well but also engaging in certain ways of living. In other words, flourishing entails well-doing and well-being. A mixed methods research design was adopted to explore the characteristics of university world language education which help learners to flourish. This involved testing a quantitative hypothesis using structural equation modeling based on online survey responses from a large sample of university language learners (N = 466), as well as follow-up interviews with thirteen (N = 13) survey respondents to determine specific environmental conditions conducive to flourishing. A synthesis of the quantitative and qualitative findings indicated that communicative language learning environments, within both formal academic settings and outside of class, were more conducive to flourishing than noncommunicative environments. Four pedagogical themes in support of flourishing arose, which included prioritizing effective, authentic language comprehension and communication, encouraging discussion around relevant and critical themes, integrating service to others into the curriculum, and investing in students’ language journeys. Results from the study support recommendations from the field of world language education that the language acquisition experience is particularly suitable for supporting learners’ human development and well-being.
... Previous studies confirm the benefits of TPRS in vocabulary acquisition (Kara & Eveyik-Aydın, 2019;Nurlaili, Nurani & Yohana, 2015;Ortaz & Guaraca, 2018), speaking proficiency (Dziedzic, 2012;Muzammil & Andy, 2017;Namkatu, 2017), reduction of listening anxiety (Susan, 2013), and student motivation (Printer, 2019). ...
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Conference Paper
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Language is the primary medium of communication for humans to interact with fellow human beings. On the other hand, motivation is one of the key elements that encourage Indian students to learn the Tamil language as an elective subject in National Primary schools in Malaysia. Thus, the purpose of this research is to determine what motivates Indian students in Tamil national primary schools who are studying Tamil as an elective subject in their studies and explore how intrinsic motivation and extrinsic motivation can motivate students to achieve language learning goals. This research employed quantitative methodology, a survey method involving 50 Indian students aged 10, 11, and 12 years old from national primary schools in the Pasir Gudang district. The sampling method used for this study is purposive sampling. A questionnaire was used as the main instrument, which consisted of 13 items to collect data. Data collection was analysed using Microsoft Excel Windows 10 software to collect descriptive data. This research reveals that Indian students have high motivation level towards the Tamil language as an elective subject in national primary schools. This article proves that intrinsic motivation can increase the level of Indian students in learning the Tamil language as an elective subject in national primary schools. As a result, teachers who teach the Tamil language must use various methods and techniques to motivate Indian students in mastering the language skills since the result is found that the level of intrinsic and extrinsic motivation shown by students is very high.
... When the studies carried out abroad regarding the TPRS method are examined, it is suggested that the TPRS method is more efficient than the traditional method in grammar and fluent writing and more effective than the other methods in fluent writing, and the TPRS method is as influential as the traditional method in fluent speaking and writing and in reading and as effective as the processing instruction in grammar and reading (Foster, 2011); that the TPRS method improves the English vocabulary of foreign language students and enables them to develop positive attitudes towards the techniques of the TPRS method (Jebeli, 2012); that the TPRS method is more influential in terms of speaking and writing skills of students who take Spanish I course and as influential as the traditional method in terms of listening and reading skills (Dziedzic, 2012); that the TPRS method improves listening skills and helps students desire to learn French more and trust themselves more when using French, and the traditional method improves listening and reading skills, but blunts speaking skills (Murray, 2014); that the TPRS method influences the first graders' acquisition of the English vocabulary of mathematical shapes and increases their motivation and creativity (Nurlaili et al., 2015); that the high school students exposed to the TPRS method in Spanish III course have higher levels of motivation to learn foreign languages, but those exposed to the communicative language teaching method have higher levels of reading proficiency (Blanton, 2015); that the TPRS method has positive effects on sophomores' acquisition of English vocabulary and perceptions (Pinos Ortiz, 2018); that freshmen exposed to the TPRS method have lower levels of anxiety about learning English and learn English more (Cedeño, 2019); that the 9-12th graders make more progress in vocabulary learning after their teachers attend the Blended Learning with Coaching Course on TPRS (DeBord, 2019); that the TPRS method intrinsically motivates secondary school students to learn foreign languages and draws their attention, and the autonomous nature of creating stories with the teacher results in a higher sense of personal ability and of group belongingness (Printer, 2019); that the Jigsaw IV technique is more effective than the TPRS method in developing elementary school students' vocabulary (Katemba & Sianipar, 2020). ...
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This research aims to investigate the impact of total physical response-storytelling (TPRS) and grammar-translation (G-T) methods on the elementary school third grade students’ acquisition of English vocabulary and the views of elementary school third grade students on these methods. In this embedded mixed-methods study, the data were collected from 49 elementary school third grade students in an elementary school selected by convenience in Kadınhanı/Konya, Turkey. For the analysis of the data which were collected through the Vocabulary Acquisition Test and student diaries, independent- and related-samples t tests and descriptive analysis were utilized. It is concluded that the TPRS method is effective in the experimental group students’ vocabulary acquisition; the G-T method is effective in the control group students’; and that the TPRS method is not a more/less effective method than the G-T method in terms of vocabulary acquisition. In addition, most students in both groups reflect positive views on both methods in their diaries kept throughout the intervention.
... In the primary EFL context in Japan, basic psychological needs satisfaction and need-supportive teaching have been shown to predict students' engagement, which further predicted students' more autonomous forms of motivation for language learning (Oga-Baldwin et al. 2017). Similar relationships between the satisfaction of autonomy, competence and relatedness and enhanced intrinsic motivation have been found in the experiences of Swiss secondary students learning English (Printer 2019) and American secondary students learning Spanish, French and German (Davis 2018). Gardner (1985) identified two interrelated forms of motivation for language learning: integrative motivation, or the interest in learning a language to interact with the language group and their culture(s), and instrumental motivation, or learning a language to fulfil external goals, pressures, or requirements. ...
Between 2006 and 2016, American universities experienced a significant decrease in student enrolment in foreign language (FL) courses. This decrease corresponded with the dissolution of over 650 foreign language programmes between 2013 and 2016. Using self-determination theory (SDT) as its theoretical framework, this study sought to advocate for the growth of university FL programmes by identifying differences in the motivational orientations, levels of basic psychological need satisfaction, reasons for learning a new language and course enrolment plans of 236 American undergraduate students enrolled in elementary and intermediate level FL courses. Results indicated that competence- and relatedness-supportive learning environments that support students’ autonomous, integrative and altruistic motivations for language learning have a strong, positive relationship with undergraduate FL learners’ decisions to enrol in an unrequired language course in the next semester. The findings recognise all FL programmes as agentic forces in language advocacy and programme growth. Recommendations for language educators are discussed.
This paper presents a small-scale descriptive study of how storytelling was integrated into a first-year college-level beginning Italian course. Premised upon a comprehension-based view of language acquisition and, thus, the need to provide learners with communicatively-embedded input, we describe our attempt to incorporate a modified version of Blaine Ray's TPRS into our curriculum. We provide a detailed description of the design and execution of the project in addition to the positive outcomes framed in terms of increased student engagement and responsiveness, along with greater teacher satisfaction.
Malaysian ESL learners often lose interest towards English language in classroom. They were no more attentive and interested in completing work related to English. Conventional method of teaching is always practiced by the teacher to deliver the lesson where after sometimes, it made the process of teaching and learning dull and boring. The aim of this study was to explore the perceptions of learners towards storytelling as language teaching resource. 108 urban pupils were randomly selected to be participated in the study. Survey research method and questionnaire were used to gather data on the learner’s perceptions. The findings from the questionnaire showed high positive feedbacks from the participants about the use of storytelling as language teaching resource. This concluded that storytelling can be used as one of the methods to teach English language in an ESL classroom.
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In the last ten years, there has been an explosion of research on Teaching Proficiency through Reading and Storytelling (TPRS). As a researcher studying second language acquisition and implicit and explicit learning, I present this research at the national TPRS conference (NTPRS), and maintain a collection of it at ~klichtman/tprs.html. A similar collection of research can be found at the TPRS Academy, maintained by Kirstin Plante in the Netherlands and accessible at Hillary Tejada has also written a good summary of just the comparative TPRS studies available at The first published piece on TPRS came out in 1998. Around 2009, empirical, quantitative studies with more rigorous research designs started to appear in peer-reviewed journals. My first NTPRS presentation in 2011 included all the research available to date: only six articles. I would not have predicted that my 2018 NTPRS presentation included over ten times as much research as that first 2011 presentation! The foundational ideas behind TPRS are supported by research. Total Physical Response (TPR), on which TPRS was originally based, was studied by Dr. James Asher (e.g. 1966, 2009), professor emeritus of psychology at San José State University. Terminology used to explain and support key ideas in TPRS-including the importance of comprehen-sible input, the distinction between natural language acquisition and traditional , effortful language learning, and the importance of lowering the affective filter-comes from the research of Stephen Krashen (1981; 1982), professor emeritus of education at the University of Southern California.
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The study employed a self-determination theory (SDT) framework to explore pre-service teachers’ perceptions of their professional training in relation to motivational outcomes. We hypothesized that students’ perceptions of basic psychological need support will be positively associated with their sense of relatedness, competence, and autonomous motivation and negatively associated with controlled motivation. Sense of relatedness, competence, and autonomous motivation were hypothesized to be positively associated with personal accomplishment, engagement, and self-exploration and negatively associated with emotional exhaustion. The study was conducted within a multicultural context, which enabled exploration of the hypotheses among students from two different cultural backgrounds. Based on the universality of SDT, we expected that the general models would be similar for both cultures, although some mean level and correlational paths may be different. The sample (N = 308; mean age 23.4) consisted of Muslim Arab-Bedouin (55.3%) and Jewish (44.7%) pre-service teachers enrolled in the same teachers’ college in Israel. The participants completed self-report surveys assessing their sense of basic psychological need support, autonomous and controlled motivation, self-accomplishment, engagement, self-exploration, and emotional exhaustion. Multiple-group structural equation modeling revealed that need support contributed positively to autonomous motivation, sense of relatedness, and sense of competence in both cultures. Autonomous motivation contributed positively to sense of self-accomplishment, engagement, and self-exploration. Competence in turn was positively related to engagement and negatively related to emotional exhaustion, and relatedness was associated with engagement only among the Bedouin students, and with self-accomplishment only among the Jewish students. These results indicate that sense of need support is highly important regardless of cultural background, while sense of relatedness may be related to different outcomes across cultures. The findings demonstrate the utility of SDT within the context of multicultural teacher training and support the universality of the theoretical framework.
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In the last five years, there has been an explosion of research on Teaching Proficiency through Reading and Storytelling (TPRS), as a generation of teachers interested in using TPRS pursues master's and doctoral degrees. As a researcher studying second language acquisition and implicit and explicit learning, I have presented this research at the national TPRS conference (NTPRS), and maintain a collection of it at This page serves as a resource as we continue working to increase the quantity and quality of research on TPRS. An additional online resource for accessing TPRS research is the Stichting TPRS Platform, maintained by Kirstin Plante in the Netherlands and accessible at elijk-onderzoek/. The foundational ideas behind TPRS are supported by research. Total Physical Response (TPR), on which TPRS was originally based, was studied by Dr. James Asher (e.g. 1966, 2009), professor emeritus of psychology at San José State University. Terminology used to explain and support key ideas in TPRS — including the importance of comprehensible input, the distinction between natural language acquisition and traditional, effortful language learning, and the importance of lowering the affective filter — comes from the research of Stephen Krashen (1981; 1982), professor emeritus of education at the University of Southern California. Because Blaine Ray, the founder of TPRS, is a teacher rather than an academic researcher, it took years for researchers to begin conducting direct studies of TPRS as compared to other teaching methods. The first publication on TPRS came out in 1998, but not until 2009 did empirical , quantitative studies with more rigorous research designs appear in peer-reviewed journals.
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Promoting intrinsic motivation is often a central concern in teaching foreign languages to elementary school children. Self-determination theory posits that intrinsic motivation develops through the interaction of the person and the environment. The present study investigated how elementary school students’ motivation develops over the course of a school year in Japanese public schools. Five-hundred and fifteen Japanese elementary school children were surveyed over the course of one school year. Self-reported motivation, perceptions of teacher support, need satisfaction, and engagement were measured at different times. External raters observed students’ engagement, while classroom teachers assessed the quality of students’ motivation and learning. Structural equation modeling results indicated a positive, dynamic relationship between motivation, perceptions of the learning environment, and engagement. External raters’ assessments showed significant positive correlations with students’ self-reported engagement. Findings indicate how the instruction offered in these Japanese elementary schools supported students’ foreign language learning motivation.
I: Background.- 1. An Introduction.- 2. Conceptualizations of Intrinsic Motivation and Self-Determination.- II: Self-Determination Theory.- 3. Cognitive Evaluation Theory: Perceived Causality and Perceived Competence.- 4. Cognitive Evaluation Theory: Interpersonal Communication and Intrapersonal Regulation.- 5. Toward an Organismic Integration Theory: Motivation and Development.- 6. Causality Orientations Theory: Personality Influences on Motivation.- III: Alternative Approaches.- 7. Operant and Attributional Theories.- 8. Information-Processing Theories.- IV: Applications and Implications.- 9. Education.- 10. Psychotherapy.- 11. Work.- 12. Sports.- References.- Author Index.
This is a report on a study that: a. explored teacher perceptions of the term engagement and b. tracked the engagement of nine early primary students who were identified by their teachers as often disengaged. In the first section of the research, teacher perceptions of the term engagement were found to focus on behavioural and emotional aspects, with little reference to the cognitive component. In the second section, the researchers used an observation rating scale to observe the students in their classrooms and recorded their levels of behavioural, emotional and cognitive engagement. At the same time, the students' learning activities were rated according to the extent to which the activities addressed their perceived competence, sense of belonging and autonomy support (aspects of Self-Determination Theory). It was found that students who were 'needy' in terms of their perceived competence or sense of belonging responded to activities that addressed these needs. This study points to the need for further investigation of Self-Determination Theory as a planning framework to address engagement issues in the classroom.©Common Ground, Leanne Fried, Deslea Konza, All Rights Reserved, Permissions.
Cultivating motivation is crucial to a language learner's success - and therefore crucial for the language teacher and researcher to understand. This fully revised edition of a groundbreaking work reflects the dramatic changes the field of motivation research has undergone in recent years, including the impact of language globalisation and various dynamic and relational research methodologies, and offers ways in which this research can be put to practical use in the classroom and in research.